Martinsburg herald. [volume] (Martinsburg, W. Va.) 1881-1920, 1887-07-02

similarity is equal to the law of gravita-
ton. The law of gravltation produces
unity; SO the principles of similarity
produce unity. The institute then took
short recess and in q few moments
Prof. I. j. Woofter, of Shepherd Col
lege, and his first assistant, A. B. Bush,
made their appearance in the courtroom
and were warmly greeted by both teach
ers and instructors. After recess DR..
Newell occupied the time until evening
upon the subject of Language Lessons.
Every incorrect expression repeated by
a child should be corrected, and con-
tinue to correct until it becomes a fixed
habit with the child to speak correctly
even without knowing the reason why.
The second step is to cause children to
write sentences and short compositions,
SO that their ideas are reduced to prac-
tice then this work is to be examined
by the teacher and corrected. The Doc
tor now passed from Language Lessons
to the mode of teaching Technical Gram.
mar. Begin this by writing the names
of familiar objects things. towns, per-
sons, etc. Next modify these objects by
adjectives familiar to the child, always
requiring the class to furnish the neces-
sary word and to copy the same upon
their states after written by the teacher
upon the board. Then introduce the
verb by having someone of the class say
something about those objects already
written then bring in the adverb and
the other parts of speech in the same
manner by the formation of short SEN
fences, the teacher assisting a little at
each step.
Wednesddy-3d day. Prayer by Rev.
Mr.. Edwards, of the M. E. Church. Roll
call. The Co. Supt. then appointed Com
mittee on Resolutions. Recitation from
Longfellow. The institute was without
music owing to misfortune happening
the organ intended to be used. In load
ing the instrument at the B. & o. depot
the horse attached to the wagon sudden
ly started before all was secure, and
threw the organ to the ground injuring
it so much as to render it unfit for use.
Professor Payne took up the subject of
Primary Reading. He said teachers
should have good share of individuality
in their teaching, especially in teaching
reading; that there were many methods
all considered to be good that we should
study carefully these methods and COM
bine the results, then proceed after our
own ideas Of the best. His preference
at present is the Word Method, but
thought that in the course of ten years
we would be teaching by the Sentence
Method. Prof. Payne began the expla-
nation of his method by making two
statements, viz, General Statement
and an Analytical Statement. State
ment first To make the most direct
transition from spoken language to writ.
ten language. Statement second: /.
To teach the child a small number of
very common words, and to give him
power to name new words for himself.
2. Teach these common words by writ
ing them upon the board and then tell
ing what they are. This is teaching in
an arbitrary way bu. it is the best way
to begin with. The average vocabulary
of child years old is about 800 words.
The first object is to increase this vocabu-
larry and to teach the written words that
represent the spoken words as used by
the child. We begin this by teaching by
authority about 80 or 100 words. He
here presented the five different methods
as arranged LIST method, A B C; Cd,
Phonic Sd, Phonetic ; 4th, Word 9th,
Sentence. The first three are synthetic
methods, the last two are analytic
methods and hence, preferable. Sir
VIM. Hamilton says. 1.-The first pro-
cedure of the mind in the elaboration of
its knowledge is always analytical it
descends from the whole to the parts,
from the vague to the definite" The
Word and Sentence methods are both ag-
gregates, and decidedly preferable to
the other three. DIR. Newell continued
the subject showing the merits of the
Sentence Method, then took up the SUBJ
ject of English Composition. LIST. Write
cords on slate from blackboard copy
until the child can write legibly, begin
ming with small words, such as, mat, cat,
rat, &c. The eye and hand are trained
thereby. Cd. Write UOrds on slate from
chart or book, thus teaching the power
of changing from Roman to script type.
Sd. Write sentences on slate from book,
using I'd Reader. Observe punctuation
and capitalization. 4th. Write whole
paragraphs at time. 5th. Write the
,chole lessons from the book using Sd
reader and continue until children are
absolutely familiar with the use of pen
and pencil. Cause them to read from
their states now what they copy from
their books 4; this will make them care
full how they do their work. 9th. Write
sentences from dictation. This translates
spoken language into written language.
7th. Write paragraphs, &C., from dicta-
ton Sth. Write sentences from dictd-
ton supplying omissions. The Doctor
here used the teachers as a class and
continued this exercise for some time.
9th. Write sentences from dictdtiOm CIV
ing synonyms. Again the teachers were
called upon to exercise their mental
faculties in doing this just as children
should be. Recess. Prof. Payne now
took charge of the institute till noon.
His subject was the Value of Work, both
mental and physical. Alex. Balm says,
Education values" A subject has as
many different values as it has distinct
uses. Most subjects have three general
uses, and hence three values, viz, Prac-
teal, Disciplinary, Culture. He here ex.
planned why we study Arithmetic, His
tory, Algebra, Botany, Physiology,
Grammar, Chemistry, Literature, Geom-
etry and other branches: why one man
made hats, another cut wood, and a
slender youth choose to use dumb bells.
The disciplinary effect is always of more
value than the practical. The Prof.
classified all subjects according to the
predominating value, which he said
might be direct or indirect. Such for
example as the study of Arithmetic.
This subject is practical because this is
the predominating value, yet at the same
tine it tends to diciplase the mind, and
is subject of good taste and culture.
afternoon. DR.. Newell assigned reci-
tation using the words of James Mont
gomery.
Higher, higher let us climb
Up the Mount of knowledge
Natures wealth and learning's spoil
Win from school and college.
Delve we there for richer gems a->
Than the stars of diadems. Bi1